<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1413-6538</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Especial]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. bras. educ. espec.]]></abbrev-journal-title>
<issn>1413-6538</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Pesquisadores em Educação Especial - ABPEE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-65382022000100317</article-id>
<article-id pub-id-type="doi">10.1590/1980-54702022v28e0003</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A Institucionalização Escolar e sua Contribuição para a Produção de Transtornos de Aprendizagem: um Estudo sobre a Subjetividade Social da Escola]]></article-title>
<article-title xml:lang="en"><![CDATA[School Institutionalization and its Contribution to the Production of Learning Disorders: a Study on the School&#8217;S Social Subjectivity]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SÁ]]></surname>
<given-names><![CDATA[Ana Luiza DE FRANÇA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MARSICO]]></surname>
<given-names><![CDATA[Giuseppina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Bahia (UFBA) Programa de Pós-Graduação em Psicologia ]]></institution>
<addr-line><![CDATA[Salvador Bahia]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Salerno (UNISA)  ]]></institution>
<addr-line><![CDATA[Salerno ]]></addr-line>
<country>Itália</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>28</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382022000100317&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382022000100317&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382022000100317&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: A subjetividade expressa uma qualidade específica da experiência do indivíduo marcada pela cultura ao integrar os elementos simbólicos à emocionalidade que constituem os sujeitos e seus contextos simultaneamente. A partir do referencial teórico da subjetividade em uma perspectiva cultural-histórica, a presença do diagnóstico de transtorno de aprendizagem na escola é entendida como fenômeno da subjetividade social. Assim sendo, o objetivo deste estudo foi compreender como o diagnóstico de transtorno de aprendizagem se integra à subjetividade social da escola. O estudo foi realizado em uma escola de anos iniciais do Ensino Fundamental de Brasília, Distrito Federal. O método e os procedimentos de análise basearam-se na Epistemologia Qualitativa com o uso de uma diversidade de instrumentos escritos e não-escritos aplicados com os profissionais da escola, entre os quais três professores se constituíram como informantes privilegiados. Por meio da produção de indicadores, construiu-se a hipótese de que a institucionalização escolar contribui para a produção de transtornos de aprendizagem. Nesse sentido, é apresentado um modelo teórico, o qual representa a configuração da subjetividade social da escola da qual a institucionalização escolar faz parte. Conclui-se que a incorporação do diagnóstico de transtorno de aprendizagem na rotina pedagógica colabora para um refinamento científico da exclusão de alunos que destoam das expectativas escolares.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Subjectivity expresses a specific quality of the individual&#8217;s experience marked by culture when integrating symbolic elements with emotionality that simultaneously constitute the subjects and their contexts. From the theoretical framework of subjectivity in a cultural-historical perspective, the presence of a diagnosis of learning disorder at school is understood as a phenomenon of social subjectivity. Tus, the aim of this study was to understand how a diagnosis of learning disorder is integrated into the social subjectivity of the school. Te study was carried out in the early grades of an Elementary School in Brasília, Distrito Federal, Brazil. Te method and procedures of analysis were based on the Qualitative Epistemology with the use of a variety of written and non-written instruments applied to school professionals, among which three teachers constituted privileged informants. Trough the production of indicators, the hypothesis that school institutionalization contributes to the production of learning disorders was defined. In this sense, a theoretical model is presented, which represents the configuration of the social subjectivity of the school of which school institutionalization is part. It is concluded that the incorporation of the diagnosis of learning disorder into the pedagogical routine contributes to a scientific refinement of the exclusion of students who disagree with school expectations.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Escola]]></kwd>
<kwd lng="pt"><![CDATA[Diagnóstico clínico]]></kwd>
<kwd lng="pt"><![CDATA[Subjetividade]]></kwd>
<kwd lng="pt"><![CDATA[Teoria sócio-histórico-cultural]]></kwd>
<kwd lng="en"><![CDATA[School]]></kwd>
<kwd lng="en"><![CDATA[Clinic diagnosis]]></kwd>
<kwd lng="en"><![CDATA[Subjectivity]]></kwd>
<kwd lng="en"><![CDATA[Socio-historical-cultural theory]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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